The Sassafras Guide to Anatomy - …d3r1z7wkgqhj9d.cloudfront.net/anatomy guide 2nd ed...

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The Sassafras Guide to Anatomy

Written by Paige Hudson

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The Sassafras Guide to AnatomySecond Edition 2015(First Edition 2013)Copyright @ Elemental Science, Inc.E-mail: [email protected]

ISBN # 978-1-935614-27-2

Printed In USA For World Wide Distribution

For more copies write to :Elemental Science610 N Main St. #207Blacksburg, VA [email protected]

Copyright Policy All contents copyright © 2013, 2015 by Elemental Science. All rights reserved.

No part of this document or the related files may be reproduced or transmitted in any form, by any means (electronic, photocopying, recording, or otherwise) without the prior written permission of the author. The author does give permission to the original purchaser to photocopy all supplemental material for use within their immediate family only.

Limit of Liability and Disclaimer of Warranty: The publisher has used its best efforts in preparing this book, and the information provided herein is provided “as is.” Elemental Science makes no representation or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaims any implied warranties of merchantability or fitness for any particular purpose and shall in no event be liable for any loss of profit or any other commercial damage, including but not limited to special, incidental, consequential, or other damages.

Trademarks: This book identifies product names and services known to be trademarks, registered trademarks, or service marks of their respective holders. They are used throughout this book in an editorial fashion only. In addition, terms suspected of being trademarks, registered trademarks, or service marks have been appropriately capitalized, although Elemental Science cannot attest to the accuracy of this information. Use of a term in this book should not be regarded as affecting the validity of any trademark, registered trademark, or service mark. Elemental Science is not associated with any product or vendor mentioned in this book.

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The Sassafras Guide to AnatomyTable of Contents

Introduction........................................................................................................5

Book List..................................................................................................................7

Additional Living Books Listed By Chapter.............................................7

Microscope and Dissection Supplies.........................................................10

Demonstration Supplies Listed By Chapter............................................11

Project and Activity Supplies Listed By Chapter...................................13

The Sassafras Guide to the Characters....................................................15

Chapter 1: Adventures in Anatomy...........................................................17

Chapter 2: Ethiopia, Here We Come!............................................................21

Chapter 3: The Catacombs..............................................................................25

Chapter 4: Off to Sydney................................................................................31

Chapter 5: The Opera House.........................................................................37

Chapter 6: Fine Dining in Italy...................................................................43

Chapter 7: Exploring the Senses................................................................49

Chapter 8: Coaching in Beijing..................................................................55

Chapter 9: The Ancient Calligrapher.....................................................61

Chapter 10: Trapped in Texas........................................................................65

Chapter 11: The End of The Smart Dump.................................................71

Chapter 12: Interning in Bangkok............................................................75

Chapter 13: Operation Lawana...................................................................79

Chapter 14: Back To Summer’s Lab..............................................................83

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Chapter 15: Invasion of the Arctic Ground Squirrels.....................87

Chapter 16: The Wind Tower 100..............................................................93

Chapter 17: The Invincible Itja..................................................................99

Chapter 18: Back to Uncle Cecil’s..........................................................103

Appendix.............................................................................................................107Lab Report Sheet 109Microscope Worksheet (Older Students) 111Microscope Worksheet (Younger Students) 112Instructions for the Joint Project 113Dissection Report Worksheet 114Model of a Neuron 115Pathway of the Blood Worksheet 116Virus Reproduction Cycle 117

Anatomy Glossary.........................................................................................121

Human Body Project Templates...............................................................123

Quizzes................................................................................................................129Anatomy Quiz Answers 130Anatomy Quiz #1 131Anatomy Quiz #2 133Anatomy Quiz #3 135Anatomy Quiz #4 137Anatomy Quiz #5 139Anatomy Quiz #6 141Anatomy Quiz #7 143Anatomy Quiz #8 145

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The Sassafras Guide to Anatomy Introduction

Our Living Books’ method of science instruction was first proposed in Success in Science: A Manual for Excellence in Science Education. This approach is centered on living books that are augmented by notebooking and scientific demonstrations. The students read (or are read to) from a science-oriented living book, such as The Sassafras Science Adventures Volume 2: Anatomy. Then, they write about what they have learned and complete a related scientific demonstration or hands-on project. If the time and interest allow, the teacher can add in non-fiction books that coordinate with the topic, do an additional activity or memorize related information.

The books of the Sassafras Science Adventures series are designed to give you the tools you need to employ the Living Books’ method of science instruction with your elementary students. For this reason, we have written an activity guide and logbook to correspond with each novel. This particular activity guide contains 18 chapters of activities, reading assignments, scientific demonstrations and so much more for studying anatomy.

Each of the chapters in this guide corresponds directly with the chapters in The Sassafras Science Adventures Volume 2: Anatomy. They are meant to give you the information you need to turn the adventure novel into a full science course for your elementary students. They will provide you with a buffet of options that you can use to teach your students about the human body. So pick and choose what you know you and your students will enjoy!

What Each Chapter Contains

Each chapter begins with a summary of the corresponding chapter in The Sassafras Science Adventures Volume 2: Anatomy. Then, there will be an overview of the supplies you will need for the demonstration, projects, and activities for the chapter. After that you will find the optional schedules – one for two days a week and one for five days a week. These schedules are included to give you an idea of how your week could be organized, so please feel free to alter them around to suit your needs.

After the week-at-a-glance information, you will find the information for the reading, notebooking, and activities for the particular chapter. This information is divided into the following sections:

Science-Oriented Books

L Living Book Spine – This section contains the corresponding chapter in The Sassafras Science Adventures Volume 2: Anatomy.

/ Encyclopedia Readings – This section contains possible reading assignments from: Kingfisher First Encyclopedia of the Human Body (best for grades K through 2nd) DK First Human Body Encyclopedia (best for 2nd through 4th) DK Eyewitness Human Body (best for 5th through 7th) Kingfisher Science Encyclopedia (best for 4th through 7th)

You can choose to read them to the students or have the students read them on their own.

Additional Living Books – This section contains a list of books that coordinate with what is being studied in the chapter. You can check these books out of your local library.

Notebooking

Ö SCIDAT Logbook Information – This section has the information that the students could have included in their SCIDAT logbook. It contains possible answers for the body system information and the anatomy record sheets. The students may or may not have all of the same information on their

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notebooking sheets, which is fine. You want their SCIDAT logbook to be a record of what they have learned. The information included is meant for you to use as a guide as you check their work. For more information about notebooking, please read the following article:

� What is notebooking? – http://sassafrasscience.com/what-is-notebooking/

� Vocabulary – This section includes vocabulary words that coordinate with each chapter. If your students are older, I recommend that you have them create a glossary of terms using a blank sheet of lined paper or the glossary sheets provided in The Official Sassafras Student SCIDAT Logbook: Anatomy Edition. You can also have them memorize these words and their definitions.

Scientific Demonstrations or Observations

; Scientific Demonstration – This section includes a list of materials, the instructions and an explanation for a scientific demonstration which coordinates with the chapter. There is a blank lab report sheet provided for you in the Appendix on pp. 107-108 if you wish for your student to write-up the demonstration. If your students are in grade 4 or higher, I recommend that they complete at least one of these for this course.

Multi-week Projects or Activities

� Additional Activities – This section contains additional activities that go along with the chapter. There are multi-week projects which will be done over several chapters and activities that coordinate with that specific chapter. Pick and choose the activities that interest you and your student.

Memorization

) Copywork and Dictation – This section contains a short copywork passage and a longer dictation passage for you to use. Some students may use the shorter passages for dictation or the longer passages for copywork. Feel free to tailor the selections to your student’s abilities. You can also use the selections as memory work assignments for the students.

Additional MaterialsIn the back of this guide there are a few additional materials for your convenience. The first is a glossary of

terms, which you can use with your students as they define the words for each chapter. After that, you will find a set of eight simple quizzes that you can use with your students to verify if you students are retaining the material.

A Word About the SCIDAT Logbook

The SCIDAT logbook is meant to be a record of your students’ journey through their study of anatomy. It is explained in more detail in Chapter 1 of this guide. You can choose to make your own or purchase a pre-made logbook from Elemental Science. The Official Sassafras SCIDAT Logbook: Anatomy Edition has all the pages the students will need to create their own logbook. Each one has been attractively illustrated for you so that you don’t have to track down pictures for the students to use. This way they are able to focus on the information they are learning.

Final ThoughtsAs the author and publisher of this curriculum I encourage you to contact me with any questions or

problems that you might have concerning The Sassafras Guide to Anatomy at [email protected]. I will be more than happy to answer them as soon as I am able. I hope that you and your students enjoy your journey through anatomy with the Sassafras twins.

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Book List

Main Text

The following book is required reading for the activities suggested in this guide.

L The Sassafras Science Adventures Volume 2: Anatomy

Encyclopedia Readings

The following encyclopedias have suggested pages scheduled in this guide. I recommend that you choose the one that best suites the age and ability of your students.

/ Kingfisher First Encyclopedia of the Human Body (best for grades K through 2nd) / DK First Human Body Encyclopedia (best for 2nd through 4th) / DK Eyewitness Human Body (best for 5th through 7th) / Kingfisher Science Encyclopedia (best for 4th through 7th)

Recommended Resources

The following book will be very beneficial to have when completing this course. It contains all the pages and pictures your students will need to record their journey through anatomy

� The Official Sassafras Student SCIDAT Logbook: Anatomy Edition

View all the links mentioned in this guide in one place and get a digital copy of the templates, glossary, and quizzes by visiting the following page:

� http://sassafrasscience.com/volume-2-links/

Additional Living Books Listed By Chapter

Chapter 1 Inside Your Outside: All About the Human Body (Cat in the Hat’s Learning Library) by Tish Rabe and Aristides Ruiz

Me and My Amazing Body by Joan Sweeney and Annette Cable The Magic School Bus Inside the Human Body by Joanna Cole and Bruce Degen

Chapter 2 The Skeleton Inside You (Let’s-Read-and-Find... Science 2) by Philip Balestrino and True Kelley I Spy A Skeleton (Scholastic Reader Level 1) by Jean Marzollo and Walter Wick Scholastic Reader Level 2: Skeletons by Lily Wood

Chapter 3 Bones: Skeletons and How They Work by Steve Jenkins Bones (Step-Into-Reading, Step 2) by Stephen Krensky Bones: Our Skeletal System by Seymour Simon Watch Me Grow: Fun Ways to Learn About Cells, Bones, Muscles, and Joints by Michelle O’Brien-Palmer

Chapter 4 The Respiratory System: Why Do I Feel Out of Breath? by Sue Barraclough

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Microscope and Dissection SuppliesIn this activity guide I have suggested several dissection and microscope activities. These are optional and

they are best utilized with older students. For the microscope work, I have included links to view the slides online, so purchasing a microscope is not absolutely necessary for this course. I have shared the information below about purchasing these supplies for your convenience.

Microscope Information

If you do not already own a microscope and you have the funds to get one, I suggest purchasing one for this course. You can purchase a good quality microscope at:

• Lab Essentials, Inc (www.labessentials.com);• Children’s microscopes (www.childrensmicroscopes.com/022a000m.html);• Home School Science Tools (www.hometrainingtools.com).

When purchasing a microscope, you are looking for the following things: ; A compound monocular microscope; ; A microscope with 4x, 10x, and 40x objective lenses at a minimum (Note: The eyepiece should also give 10x magnification, which then will allow you to look at an object at 40x, 100x, and 400x magnification.);

; A microscope with separate coarse and fine adjustment knobs; ; A good light source. (Note: The best light source is a fluorescent bulb. Do not get one with mirror illumination.)

When choosing a slide set for this course, I recommend the Anatomy slide set from Home Science Tools as it contains all the slides suggested in this activity guide.

� http://www.hometrainingtools.com/anatomy-slide-set/p/MS-SETANA/

If you don’t know how to use a microscope, see this website for directions:

� http://www.microscope-microscope.org/basic/how-to-use-a-microscope.htm

Dissection InformationThere are four dissections suggested in this guide – the brain, the eye, the heart and the kidney. You can

purchase a kit with all four of these organs from: � Carolina Biological: http://www.carolina.com/mammal-organ-dissection-kits/comparative-sheep-organ-dissection-kit/227970.pr?catId=10776&mCat=10748&sCat=10772&ssCat=&question=

� Home Science Tools: http://www.hometrainingtools.com/mammal-organs-dissection-kit/p/DE-ORGANS/

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Demonstration Supplies Listed By ChapterChapter 1: Observation Walk

No supplies needed.

Chapter 2: Support SystemMini marshmallowsToothpicks

Chapter 3: Rubber Bones2 Raw chicken bonesGloves2 Plastic bagsVinegar

Chapter 4: Out of BreathWatch with a second hand

Chapter 5: Bottle LungsSmall plastic bottle2 Balloons – one large, one smallStrawRubber bandScissorsTapeModeling clay

Chapter 6: Testing reflexesBookWire screenCotton ball

Chapter 7: Blind Taste TestSeveral types of foodSeveral paper platesBlindfold

Chapter 8: HeartbeatStethoscope or paper towel tube

Chapter 9: How Strong Am I?Objects of varying weightsScale

Chapter 10: Falling FoodSeveral slices of bread (or other non-choking hazard food that your students can eat and enjoy)

Chapter 11: Kidney FiltrationRed and gold glitter1 Mini-marshmallowCorn SyrupYellow food coloring

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WaterLarge bowlLarge jarCoffee filter or cheeseclothColander

Chapter 12: Picture Family TreePictures of your family up to grandparents

Chapter 13: Spreading GermsSeveral friendsSeveral different colors of glitter

Chapter 14: Cell MembraneBalloonEye dropperCotton ballMint (or Vanilla) ExtractLarge box with a lid and no holes

Chapter 15: Adrenaline RushTwo types of music – one very slow, one fast

Chapter 16: Seeing SkinFood coloringMagnifying glass

Chapter 17: How Strong is Hair?Pennies (10-30)Piece of hair (at least 5 inches long)Several heavy booksPencilTape

Chapter 18: Food and Exercise DiaryNotebook

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Project and Activity Supplies Listed By ChapterThe projects and activities listed in this guide are optional, so you may not need all of these supplies.

However, this list has been provided for your convenience. If you do decide to do these projects, in addition to the items listed each week you will need clear tape, glue, scissors, a variety of paint colors, and a set of markers.

Chapter 1Butcher paper

Chapter 2Water balloons Protective materials (such as fabric, bubble wrap, or cardboard)6 Spools of threadCardboardString

Chapter 3BradCardstockHole punchMicroscope slide of bone tissue

Chapter 4MirrorCotton ballsStraws

Chapter 5Plastic wrap2 StrawsSpray oilMicroscope slide of lung tissue

Chapter 6Different colors of modeling claySheep’s brain dissection kitMicroscope slide of brain cells

Chapter 7BalloonsBeans RiceSaltClaySheep’s eye dissection kit

Chapter 8Sheep’s hear dissection kitMicroscope slide with red blood cells

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Chapter 9Long cardboard tubeRubber bandString2 Long balloonsMicroscope slide of muscle cells

Chapter 10Large Ziploc bagBreadCokeMicroscope slide of the salivary gland

Chapter 11BalloonFunnelWaterSheep’s kindney dissection kit

Chapter 12Different colors of LEGO blocks

Chapter 13Several magazinesPoster board

Chapter 14Jell-OGrapeMaterials for organelles

Chapter 15Puzzle piecesMicroscope slide of epithelial cells

Chapter 16PaperMagnifying glassStamp inkMicroscope image of skin cells

Chapter 17PaperSeveral studentsMicroscope slidePiece of hair

Chapter 18No supplies needed.

17The Sassafras Guide to Anatomy ~ Chapter 1

Chapter 1: Adventures in AnatomyChapter Summary

Blaine and Tracey Sassafras wake up to the smell of breakfast cooking at Uncle Cecil’s. As they enter the kitchen they are treated to a delicious feast, courtesy of President Lincoln’s latest invention. After eating, they go downstairs to recap their zoology adventure and learn more about what is coming up. The twins learn that they will be studying anatomy, which is all about the human body. They meet Socrates and Aristotle, a pair of plastic skeletons in their Uncle Cecil’s basement, and find out that their first location will be in Ethiopia. At the end of this chapter, we also learn that the Man with No Eyebrows has his own set of invisible zip lines which is how he has been able to follow the twins throughout their journey.

Supplies NeededExperiment Projects and Activities

• No Supplies Needed • Butcher paper

Optional Schedules for Two-Days-A-WeekDay 1 Day 2

� Read Chapter 1 in SSA Volume 2: Anatomy.

� Set up your students’ SCIDAT logbook.

� Do the demo** entitled “Observation Walk”; write observations on SL*** pg. 5.

� Do the copywork or dictation assignment and add it to the Anatomy Notes sheet on SL pg. 6.

� Read the assigned pages from the encyclopedia of your choice; write narration on the Anatomy Notes Sheet on SL pg. 6.

� Read one of the additional living books from your library; write narration on the Anatomy Notes Sheet on SL pg. 6.

� Play a game of “I Spy”.

Optional Schedule for Five-Days-A-WeekDay 1 Day 2 Day 3 Day 4 Day 5

� Read the section entitled “Breakfast at Cecil’s” of Chapter 1 in SSA Volume 2: Anatomy.

� Set up your students’ SCIDAT logbook.

� Read the section entitled “Socrates and Aristotle” of Chapter 1 in SSA Volume 2: Anatomy.

� Do the demo entitled “Observation Walk”; write observations on SL pg. 5.

� Read the assigned pages from the encyclopedia of your choice; write narration on the Anatomy Notes Sheet on SL pg. 6.

� Read one of the additional living books from your library; write narration on the Anatomy Notes Sheet on SL pg. 6.


� Play a game of “I Spy”.

*SSA = The Sassafras Science Adventures**demo = Scientific Demonstration

***SL = The Official Sassafras SCIDAT Logbook: Anatomy Edition

18 The Sassafras Guide to Anatomy ~ Chapter 1


Living Book Spine Chapter 1 of The Sassafras Science Adventures Volume 2: Anatomy

Optional Encyclopedia Readings / The Kingfisher First Encyclopedia of the Human Body pp. 10-11 (Our Bodies)

/ DK First Human Body Encyclopedia pp. 4-5 (Your Amazing Body)

/ DK Eyewitness Human Body pp. 6-7 (The Human Body)

/ The Kingfisher Science Encyclopedia pp. 98-99 (Body Organization)

Additional Living Books Inside Your Outside: All About the Human Body (Cat in the Hat’s Learning Library) by Tish Rabe and Aristides Ruiz

Me and My Amazing Body by Joan Sweeney and Annette Cable The Magic School Bus Inside the Human Body by Joanna Cole and Bruce Degen

Notebooking (SCIDAT Logbook Information) This week, you will set up the students’ SCIDAT logbook. You can use blank sheets of copy paper with dividers for each section or purchase The Official Sassafras Student SCIDAT Logbook: Anatomy Edition with all the pages and pictures from Elemental Science. Below is an explanation of each of the student sheets.

Body System Information SheetsThe purpose of these sheets is for the students to record what they have learned about the various

body systems studied in The Sassafras Science Adventures Volume 2: Anatomy.

Purpose of the system – The students will enter the main purpose of the body system that is being studied.Parts of the System – Have the students label the various parts of the system that they have studied. If you have older students, you can have them label the additional parts of the system from their encyclopedia assignments. Facts about the System – The students should record the facts they have learned about the body system.

Around the World SheetsThe purpose of these sheets is to give the students an opportunity to work on their mapping skills. Map – The students will color and label the places on the world map to which the twins have traveled.Facts About – Have the students enter any interesting information they have learned about the area, such as climate, general appearance, or historical facts.

Anatomy Record SheetsThe purpose of these sheets is for the students to record what they have learned about the various

body parts and processes that are introduced in The Sassafras Science Adventures Volume 2: Anatomy.


Location Found on the Body – The students should circle or color in the place on the body where the part or process can be found.The ______ is a Part of the – Have the students record the body system with which the part or process is associated.Information Learned – The students should enter any information that they have learned about the body part or process.

Anatomy Notes SheetsThe purpose of these sheets is for the students to record any additional information that they

have learned during their study of anatomy. You can use these sheets to record additional narrations, copywork, or dictation assignments.

Project Record SheetsThe purpose of these sheets is for the students to record the projects they have done through the

course of their study of anatomy.

Anatomy GlossaryThe purpose of the glossary is for the students to create a dictionary of terms that they have

encountered throughout reading The Sassafras Science Adventures Volume 2: Anatomy. They can look each of the terms up in a science encyclopedia or in the glossary included on pp. 119-120 of this guide. The students should illustrate each of the vocabulary words. (Note: In The Official Sassafras Student SCIDAT Logbook: Anatomy Edition these pictures are already provided.)

For each of these sheets you can have the students enter information only from The Sassafras Science Adventures Volume 2: Anatomy, or you can have them do additional research to gather more facts. What you choose to do will depend on the ages and abilities of your students.

Scientific Demonstration: Observation Walk

Begin by taking a moment to discuss what nature study is and the importance of observation in science. You can view the following blog posts for more information on the subject.

� http://elementalblogging.com/what-is-nature-study � http://elementalscience.com/blogs/news/63858627-observation-is-key

Explain that today you are going to practice your observation skills while on a walk. Then, take a walk in your neighborhood or on a nature trail nearby where you live. Allow the students to make observations and ask questions. Ask the students:

ÖWhat kinds of plants do you see? ÖWhat kinds of animals do you see? ÖWhat kinds of people do you see? ÖWhat else do you see that you would like to tell me about?

Multi-Week Projects and ActivitiesMulti-week Projects

�Human Body Project – For this project you will create a life size poster of the students’ bodies and add the parts as you study them. This week, have each of the students lay down on a length of butcher paper and trace their body. Then, as you study a part, have the students draw and color in the particular part or glue on a pre-printed version. They can also label each part and include one thing


that it does. (Note: If you do not wish to do a life-sized version of this project, I have included a wall-sized version in the Appendix of this guide on pp. 123-124. I have also included pictures of the body parts in the Appendix of this guide on pg. 125 for you to use with the wall-sized version. You could also blow these pictures up to use with the life-sized version.)

Activities For This Week � I Spy – Play a game of “I Spy” to help the students work on their observation skills.

MemorizationCopywork/Dictation

) Copywork Selection:Observation is taking the time to look at the things around me.

) Dictation Passage: (poem selection by Henry Wadsworth Longfellow)And he wandered away and away, With Nature the dear old nurse,Who sang to him night and day,The rhymes of the universe.

And when the way seemed long, and his heart began to fail,She sang a more wonderful song, or told a more wonderful tale.

Notes

The Sassafras Guide to Anatomy ~ Chapter 2 21

Chapter 2: Ethiopia, Here We Come!Chapter Summary

The chapter opens with Blaine and Tracey landing on an awning in Addis Ababa, where they find a backpack. They soon fall through the awing into the marketplace below. A chase ensues and the twins seek refuge in a shop that looks like it is closed. They soon find out that they are not alone. They overhear a conversation between a man named Raz and their local expert, Larry “Snowflake” Maru, about a mysterious skull before they are discovered. When Snowflake sees the backpack they found, he gets excited and invites the twins to join him at Raz’s coffee shop. It is there that the twins first learn about the backbone and the Legend of the Seven Monks Tomb and how the backpack fits into it. The chapter ends with the discovery that the Man with No Eyebrows has also followed the twins to Ethiopia.


• Mini marshmallows• Toothpicks

• Water balloons, Protective materials (fabric, bubble wrap, or cardboard)

• 6 Spools of thread, Cardboard, String


� Read the section entitled “The Surprising Skull” of Chapter 2 in SSA Volume 2: Anatomy.

� Fill out an Anatomy Record Sheet on SL pg. 9 for the skull.

� Complete the Around the World sheet for Ethiopia on SL pg. 8.

� Go over the vocabulary words and enter them into the Anatomy Glossary on SL pg. 105.

� Choose one of the activities for this week to do.

� Read the section entitled “Stories and Spines” of Chapter 2 in SSA Volume 2: Anatomy.

� Fill out an Anatomy Record Sheet on SL pg. 10 for the backbone; Fill out the Body Systems Sheet on SL pg. 7 for the skeletal system.

� Do the demo entitled “Support System”; write information learned on SL pg. 13.


� Work on one or all of the multi-week activities.


� Read the section entitled “The Surprising Skull” of Chapter 2 in SSA Volume 2: Anatomy.

� Fill out an Anatomy Record Sheet on SL pg. 9 for the skull.

� Go over the vocabulary words and enter them into the Anatomy Glossary on SL pg. 105.

� Read the section entitled “Stories and Spines” of Chapter 2 in SSA Volume 2: Anatomy.

� Fill out an Anatomy Record Sheet on SL pg. 10 for the backbone.

� Fill out the Body Systems Sheet on SL pg. 7 for the skeletal system.

� Read one or all of the assigned pages from the encyclopedia of your choice; write narration on the Anatomy Notes Sheet on SL pg. 13.

� Do the demo entitled “Support System”; write information learned on SL pg. 13.

� Read one of the additional library books.

� Complete the Around the World sheet for Ethiopia on SL pg. 8.

� Choose one of the activities for the week to do; fill out the project record sheet on pg. 15.



The Sassafras Guide to Anatomy ~ Chapter 222



Optional Encyclopedia Readings / The Kingfisher First Encyclopedia of the Human Body pp. 20-21 (Bony Frame), pp. 22-23 (The Skull)

/ DK First Human Body Encyclopedia pp. 14-15 (Head Case), pp. 16-17 (Bendable Backbone)

/ DK Eyewitness Human Body pp. 16-17 (The Body’s Framework)

/ The Kingfisher Science Encyclopedia pp. 102-103 (The Skeleton)

Additional Living Books The Skeleton Inside You (Let’s-Read-and-Find... Science 2) by Philip Balestrino and True Kelley I Spy A Skeleton (Scholastic Reader Level 1) by Jean Marzollo and Walter Wick Scholastic Reader Level 2: Skeletons by Lily Wood

Notebooking (SCIDAT Logbook Information)This week, you can have the students begin to fill out a Body System Information Sheet for the Skeletal

System and a logbook page for skull and backbone. Here’s the information they could include:

Body System Information Sheet: The Skeletal SystemPurpose of the system – To be the framework for the body, to protect the important organs and anchor muscles.Parts of the System – Have the students label the skull and backbone. Facts about the System

ÖThe skeletal system includes the bones and tissues that connect them (such as tendons, ligaments, and cartilage). ÖThe skeleton contains two hundred six bones that support the body. Ö It is strong, yet flexible; the skeleton protects important organs and anchors muscles. ÖWithout the skeleton, our body would be a floppy mess. ÖThe central core of the skeleton, or the axial skeleton, contains the skull, backbone, and ribs.

Around the WorldMap – Have the students locate Ethiopia on the map and label it. Then, have them find Addis Ababa and draw a star where it is located in Ethiopia.Facts About – Enter any interesting information the students have learned about the area, such as climate, general appearance, or historical facts. The students could add information about the open air markets in Addis Ababa.

Anatomy Record SheetsBody Part: The SkullThe Skull is a Part of the: Skeletal System

Location Found on the Body

The Sassafras Guide to Anatomy ~ Chapter 2 23



Optional Encyclopedia Readings / The Kingfisher First Encyclopedia of the Human Body pp. 20-21 (Bony Frame), pp. 22-23 (The Skull)

/ DK First Human Body Encyclopedia pp. 14-15 (Head Case), pp. 16-17 (Bendable Backbone)

/ DK Eyewitness Human Body pp. 16-17 (The Body’s Framework)

/ The Kingfisher Science Encyclopedia pp. 102-103 (The Skeleton)

Additional Living Books The Skeleton Inside You (Let’s-Read-and-Find... Science 2) by Philip Balestrino and True Kelley I Spy A Skeleton (Scholastic Reader Level 1) by Jean Marzollo and Walter Wick Scholastic Reader Level 2: Skeletons by Lily Wood

Notebooking (SCIDAT Logbook Information)This week, you can have the students begin to fill out a Body System Information Sheet for the Skeletal

System and a logbook page for skull and backbone. Here’s the information they could include:

Body System Information Sheet: The Skeletal SystemPurpose of the system – To be the framework for the body, to protect the important organs and anchor muscles.Parts of the System – Have the students label the skull and backbone. Facts about the System

ÖThe skeletal system includes the bones and tissues that connect them (such as tendons, ligaments, and cartilage). ÖThe skeleton contains two hundred six bones that support the body. Ö It is strong, yet flexible; the skeleton protects important organs and anchors muscles. ÖWithout the skeleton, our body would be a floppy mess. ÖThe central core of the skeleton, or the axial skeleton, contains the skull, backbone, and ribs.

Around the WorldMap – Have the students locate Ethiopia on the map and label it. Then, have them find Addis Ababa and draw a star where it is located in Ethiopia.Facts About – Enter any interesting information the students have learned about the area, such as climate, general appearance, or historical facts. The students could add information about the open air markets in Addis Ababa.

Anatomy Record SheetsBody Part: The SkullThe Skull is a Part of the: Skeletal System

Location Found on the BodyInformation Learned The students could have included any number of facts from the list below.

ÖThe skull has twenty-two bones; eight form the cranium, which is the dome-shaped bony box that surrounds the brain; the other fourteen bones of the skull make up the facial structures. Ö It also protects the brain from being smashed or damaged. ÖOnly the lower jaw is able to move freely. ÖThe bones of the skull meet at jagged edges that line up and lock tightly together like a puzzle, which gives the skull its strength. ÖThe skull has openings for the ears, nose, and mouth. ÖThe eye sockets allow the eyes to move freely, but also provide them with a protective pocket. ÖThere are two rows of teeth anchored into the upper and lower jawbones of the skull.

Body Part: The BackboneThe Backbone is a Part of the: Skeletal SystemInformation Learned The students could have included any number of facts from the list below.

ÖThe backbone, or spine, provides a protective tunnel for the spinal cord; it stretches from the base of the skull to the bottom of the pelvis. Ö It is a strong and flexible rod that helps to keep the body upright. ÖThe spine consists of thirty-three vertebrae with the lower five being fused together. Ö Each vertebra has a central portion, called the centrum, which helps to bear the bodies weight; the upper vertebrae also have a hole in the center of their centrum, which allows for the spinal cord to pass through. Ö Each vertebra also has a disk of cartilage in between, which cushions the space between each centrum. ÖThis design allows for tiny movements in between each vertebrae, but the movements combine together to allow the body to bend and twist in many directions. ÖThe back one is divided into three main sections:• The top section, or cervical spine, contains the vertebral bones of the neck;• The middle section, or the thoracic section, contains the vertebral bones of the upper and middle back;• The lower section, or the lumbar section, contains the vertebral bones of the lower back, including the

five fused bones of the sacrum.

VocabularyHave the older students look up the following terms in the glossary in the Appendix on pp. 119-120

or in a science encyclopedia. Then, have them copy the definition onto a blank index card or into their SCIDAT logbook.

� Skeleton – The framework of two hundred six bones that supports your body; it allows you to move and protects certain organs.

� Cranium – Otherwise known as the skull, it protects and surrounds the brain.


The Sassafras Guide to Anatomy ~ Chapter 224

� Vertebral column – Otherwise known as the backbone, it protects and surrounds the spinal cord.

Scientific Demonstration: Support SystemMaterials

; Mini marshmallows ; Toothpicks

Procedure 1. Have the students stack the mini marshmallows one on top of the other to see how high they can

make a tower from a single column of marshmallows before it topples over.2. Then, have the students stack the mini marshmallows one on top of the other once again, only this

time have them insert a toothpick through the center of the marshmallows as they go. Keep stacking toothpicks and marshmallows until the tower falls over.

3. Which tower was built the highest before falling down?Explanation

The students should see that the tower with the toothpicks could be built much higher than the one without. This is because the toothpicks act as support for the tower, giving it strength and stability. The skeleton does the same for the human body.

Take it furtherTry building mini marshmallow men with and without toothpicks. (It should be much easier to build

a marshmallow man with the support of the toothpicks.)


�Human Body Project – This week, add the skull and the backbone to your human body project.

Activities For This Week � Protective Skull – You will need two water balloons per student and protective materials (such as fabric, bubble wrap, and cardboard). Fill both balloons with water. Then, have the students cover one of their balloons with their choice of protective material to create a “skull” for their balloon brain. Once they are done, have them take their balloons outside and throw both of them against the wall. Did their “skull” protect their balloon brain? � Flexible Spine – You will need six spools of thread, two cardboard discs and some string for this project. Tie one end of one of the cardboard discs to the string, and then thread the string through the center of the spools of thread. Now, tie the remaining cardboard discs to the other end of the string and close to the top of the last spool of thread. You now have a model of the spine that will twist and bend in all directions, just like our backbone.


) Copywork Sentence The skeletal system supports and protects the human body.

) Dictation Selection The purpose of the skeletal system is to be the framework for the body, protect the internal organs, and provide a place for the muscles to anchor. The central core of the skeleton, known as the axial skeleton, contains the skull, backbone, and ribs. The bones of the arms and legs, along with the shoulders and hips, make up the appendicular skeleton.


Chapter 3: The CatacombsChapter Summary

The chapter opens with Blaine and Tracey landing on an awning in Addis Ababa, where they find a backpack. They soon fall through the awing into the marketplace below. A chase ensues and the twins seek refuge in a shop that looks like it is closed. They soon find out that they are not alone. They overhear a conversation between a man named Raz and their local expert, Larry “Snowflake” Maru, about a mysterious skull before they are discovered. When Snowflake sees the backpack they found, he gets excited and invites the twins to join him at Raz’s coffee shop. It is there that the twins first learn about the backbone and the Legend of the Seven Monks Tomb and how the backpack fits into it. The chapter ends with the discovery that the Man with No Eyebrows has also followed the twins to Ethiopia.


• 2 Raw chicken bones, Gloves• 2 Plastic bags, Vinegar

• Brad, Cardstock, Scissors, Hole punch• Microscope slide of bone tissue


� Read the section entitled “Blocks and Bones” of Chapter 3 in SSA Volume 2: Anatomy.

� Fill out an Anatomy Record Sheet on SL pg. 11 for the bones.


� Go over the vocabulary words and enter them into the Anatomy Glossary on SL pp. 105 - 106.

� Choose one of the activities for this week to do.

� Read the section entitled “Jumping Joints” of Chapter 3 in SSA Volume 2: Anatomy.

� Fill out an Anatomy Record Sheet on SL pg. 12 for the joints.

� Do the demo entitled “Rubber Bones”; write information learned on SL pg. 14.




� Read the section entitled “Blocks and Bones” of Chapter 3 in SSA Volume 2: Anatomy.

� Fill out an Anatomy Record Sheet on SL pg. 11 for the bones.

� Go over the vocabulary words and enter them into the Anatomy Glossary on SL pp. 105 - 106.

� Read the section entitled “Jumping Joints” of Chapter 3 in SSA Volume 2: Anatomy.

� Fill out an Anatomy Record Sheet on SL pg. 12 for the joints.


� Read one or all of the assigned pages from the encyclopedia of your choice; write narration on the Anatomy Notes Sheet on SL pg. 14.

� Do the demo entitled “Rubber Bones”; write information learned on SL pg. 14.

� Read one of the additional library books.

� Choose one of the activities for the week to do; fill out the project record sheet on pg. 16.






Optional Encyclopedia Readings / The Kingfisher First Encyclopedia of the Human Body pp. 24-25 (Bones and Joints)

/ DK First Human Body Encyclopedia pp. 18-19 (The Living Bone), pp. 22-23 (Moving Joints)

/ DK Eyewitness Human Body pp. 18-19 (Inside Bones), pp. 20-21 ( Joints between bones)

/ The Kingfisher Science Encyclopedia pp. 104-105 (Bones and Joints)

Additional Living Books Bones: Skeletons and How They Work by Steve Jenkins Bones (Step-Into-Reading, Step 2) by Stephen Krensky Bones: Our Skeletal System by Seymour Simon Watch Me Grow: Fun Ways to Learn About Cells, Bones, Muscles, and Joints by Michelle O’Brien-Palmer

Notebooking (SCIDAT Logbook Information)This week, you can have the students finish filling out a Body System Information Sheet for the Skeletal

System and a logbook page for the bones and the joints. Here’s the information they could include:

Body System Information Sheet: The Skeletal SystemPurpose of the system – Nothing to add from this chapter.Parts of the System – Have the students label the bones and joints. (Note: You can have older students label the major bones of the body, such as the ribs, femur, humerus, and more.)Facts about the System

Ö Long bones of the arms join the central core of the skeleton at the shoulder. ÖThe long bones of the leg join the central core of the skeleton at the hips. ÖThe bones of the arms and legs, along with the shoulder and hip, make up the appendicular skeleton.

Anatomy Record SheetsBody Part: BonesBones are a Part of the: Skeletal SystemInformation LearnedThe students could have included any number of facts from the list below.

ÖThere are four main types of bones:• Flat bones, which give protection and

provide surfaces for muscle attachment (such as ribs or shoulder blades);



• Short bones, which are knobby and nugget shaped (such as the bones of the ankles and wrists);• Long bones, which are longer than they are wide (such as the bones of the arm and leg);• Irregular bones, which have complicated shapes and don’t fit into the other three categories (such as

vertebrae). ÖThe smallest bones are the three ossicles in your ear, known as the hammer, anvil, and stirrup. ÖThe largest and longest bone of the body is the thighbone, or femur; it supports the weight of the body when you stand, run, or jump. Ö Bones are living organs with their own cells and blood supply. ÖThey have an outer layer of compact bone cells that surrounds a layer of lighter sponge-like bone, which is filled with jelly-like bone marrow. ÖCompact bone is made up of bony tubes that are bundled together, making it very strong. Ö Spongy bone is a honeycomb structure made up of spaces and bony strands. ÖThe spaces in the spongy bone are filled with bone marrow. ÖThere are two types of bone marrow found in the center of the bones:• The red marrow, which is responsible for making red blood cells;• The yellow marrow, which is responsible for storing fat.

Body Part: JointsJoints are a Part of the: Skeletal SystemInformation LearnedThe students could have included any number of facts from the list below.

Ö Joints are moveable points that allow the skeleton to move. ÖThe body has over four hundred joints. ÖThere are different types of joints that allow for different types of movements. ÖHinge joints work like a door hinge and they allow for bones to move up and down, but not side to side. Examples are your knee and elbow joints. Ö Ball and socket joints allow for movement in many directions because they have a rounded end of a bone that fits into a cup-shaped socket of another bone. Examples are the shoulder and the hip joints. ÖCondyloid joints, which are found in the fingers and toes, have an oval ball and socket joint that allows for the fingers to swivel, but not rotate. Ö Pivot joints allow for side to side movement where one bone pivots around another one. Examples of this are the atlas and axis bones in your neck. ÖGliding or sliding joints allow small sliding movement between two bones. Examples are the bones of the wrist and the knee cap. ÖThe ends of each of the bones at the joint are cover with cartilage which allows them to slide over each as they move. Ö Ligaments hold the two bones in place within the joint.

VocabularyHave the older students look up the following terms in the glossary in the Appendix on pp. 119-120

or in a science encyclopedia. Then, have them copy the definition onto a blank index card or into their SCIDAT logbook.

� Bone – A hard, white, living tissue that makes up the skeleton of the human body. � Joint – A place in the body where two bones meet.



� Cartilage – A tough, flexible tissue that cushions joints and makes body parts such as the ears and trachea.

Scientific Demonstration: Rubber BonesMaterials

; 2 Raw chicken bones ; Gloves ; 2 Plastic bags ; Vinegar

Procedure1. Have the students put on the gloves before handling the raw chicken bones. 2. Have them place one of the bones in a plastic bag by itself and seal the bag. Have them place the other

bone in another bag, cover it with vinegar, and seal the bag.3. Place both bones in the refrigerator over night.4. The next day, take both bags out, pour the vinegar out of the one bag, and reseal it. Allow the students

to observe the differences between the two bones. 5. Can you bend either of the bones?

Explanation The students should see that the bone that was soaked in the vinegar is much more pliable. They

should be able to bend it easily. This is because the vinegar has dissolved the calcium contained in the bone. Calcium serves to strengthen and build up the bone, once it is gone all that is left is the soft bone tissue, which makes the bone weaker and more flexible.

Take it further Add a third bone that has been cooked to the demonstration. How does it differ from the raw bone

and the bone soaked in vinegar? (It should be much tougher and much more brittle.)


�Human Body Project – This week, add a long bone to your human body project.

Activities For This Week �Calcium Record – The FDA recommends eating one to two cups of milk or other calcium-rich food a day for children ages 4 to 8, and it recommends eating three cups for children ages 9 to 12. Calcium-rich foods include yogurt, cheese, tofu, calcium-fortified 100% orange juice, and dark leafy green vegetables like collard greens or spinach. Have your students track how much calcium they consume in a typical day or week. �Make your own Joints – You will need a brad, cardstock, scissors, and a hole punch to make a pivot joint. You will need two lengths of 1x2 boards, a hinge, a screwdriver, and several screws to make a hinge joint. You will need two dominoes and two rubber bands to make a gliding joint. You will need one length of ½” plastic pipe, one length of ¾” plastic pipe, one ½” plastic pipe tee, one ¾” plastic pipe tee, a pipe saw, and two rubber bands to make a ball and socket joint. See the Appendix pg. 111 for directions for this project. �Microscope Work – Purchase a prepared slide of bone cells and look at it under your microscope. Complete a microscope worksheet found on pg. 109 or 110 of the Appendix. If you do not own a microscope, you can view bone cells at the following website:

� http://physioweb.org/skeletal/bone_tissue.html



) Copywork Sentence Bones are living organs with their own cells and blood supply.

) Dictation Selection There are four main types of bones—the flat bones, the short bones, the long bones, and the irregular bones. All bones are living organs with their own cells and blood supply. Joints are movable points that allow the skeleton to move. The body has over four hundred joints.

Notes

129

Quizzes

130 The Sassafras Guide to Anatomy ~ Glossary

Anatomy Quiz Answers

Quiz #11. D2. C3. B4. A5. C, A, D, B6. A

Quiz #21. C2. F3. B, A4. larynx, trachea5. A6. B

Quiz #31. C2. C3. brain, body4. B5. E6. D7. C8. A

Quiz #41. A2. C, A, D, B3. D4. A5. B, C, A6. D

Quiz #51. B2. C, B, D, A3. D4. A5. B

Quiz #61. egg, sperm2. D3. B4. A5. D6. C

Quiz #71. B, A, C2. F, D, E, C, B, A3. D4. B

Quiz #81. C2. E3. B, C, A4. B5. C6. A

131The Sassafras Guide to Anatomy ~ Glossary

Anatomy Quiz #1Chapters 2 and 3

1. The skeletal system ________________.

A. Includes the bones and tissue

B. Anchors the muscles

C. Supports the body

D. All of the above

2. The skeleton has ________ bones.

A. 40

B. 100

C. 206

D. 350

3. The main job of the skull is to ___________________.

A. Help you move

B. Protect the brain

C. Both A and B

D. None of the above

132 The Sassafras Guide to Anatomy ~ Glossary

4. The backbone provides a protective tunnel for the __________________.

A. Spinal cord

B. Back muscles

C. Skin cells


5. Match the type of bone to what it does.

Flat bones _____

Short bones _____

Long bones _____

Irregular bones _____

6. Joints allow the ________________ to move.

A. Skeleton

B. Skin

C. Muscles


A. Are knobby and nugget shaped (such as the bones of the ankles and wrists)

B. Have complicated shapes and don’t fit into the other three categories (such as vertebrae)

C. Give protection and provide surfaces for muscle attachment (such as ribs or shoulder blades)

D. Are longer than they are wide (such as the bones of the arm and leg)

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